Health Choices

Overview

This Lesson 1 of 9 introduces “Navigating Your Health Choices” by activating prior knowledge, teaching a small set of key vocabulary, and setting predictable ground rules for respectful discussion. Students will complete a baseline check through structured oracy and a low-stakes reflection, connecting health choices to feelings, safety, and wellbeing.

Learning intentions

• Students will share what they already know about health and wellbeing and how choices affect their bodies and minds.
• Students will use sentence stems to talk respectfully about health topics in a structured way.
• Students will identify trusted adults and appropriate support when they feel worried.
• Students will set clear group ground rules to keep discussions safe and respectful.

Success criteria

• I can explain (in my own words) what “health and wellbeing” means.
• I can use at least two key words from the lesson to describe a health choice.
• I can follow the discussion ground rules and listen respectfully to others.
• I can name one place or person I could go to for support if I needed help.

Curriculum links

• Health and wellbeing (Secondary): building understanding of changing bodies and feelings, and how to protect health and wellbeing.
• Relationships, sex and health education: establishing safe, respectful ways to discuss personal and sensitive topics.
• Health and wellbeing: learning when a physical or mental health issue may need attention and support.
• Communication: accurate, straightforward language appropriate to students’ level of understanding.

Lesson structure (60 minutes)

1. 0–5 min · Emotional check-in (routine). TA-led “How are you today?” using a visual scale (e.g., colours/faces) and students quietly mark their choice; TA does one calm example of sharing a feeling. Students respond with their marker and, if able, write or say one word for their feeling.

2. 5–12 min · Welcome + ground rules (predictable structure). Teacher shows a simple class charter poster and explicitly models each rule (e.g., listen, no names, “pass” if uncomfortable, honesty with safety). Students rehearse the rules with the TA using a quick call-and-response.

3. 12–20 min · Vocabulary start (scaffolded Tier 2/3). Teacher introduces 4 words with a Frayer Model on the board: “wellbeing”, “health choice”, “support”, “mental health” (using clear, age-appropriate definitions). Students complete a quick “Agree/Not sure/Disagree” sorting card for each word and circle which word links to the lesson.

4. 20–28 min · Baseline retrieval: “What do we mean?” Teacher poses three prompts on the board:

• “A health choice is…”
• “Wellbeing includes…”
• “Support can be…” Students do a Think–Pair–Share using sentence stems: “I think… because…”, “In my experience…”, “I agree/disagree with…”.

5. 28–42 min · Oracy activity: Choice → effect → support (structured discussion). Teacher gives 4 short scenario cards (non-graphic, everyday):

• Feeling stressed before school and choosing what helps you calm down
• Not drinking enough water during a busy day
• Having an argument and choosing how to respond safely
• Feeling low/ worried and deciding whether to ask for help For each card, teacher models the “talk path”: Health choice → Possible effect → What support could help? Students discuss in small groups using sentence stems on their desk and record one idea per step.

6. 42–50 min · Whole-class consolidation (teacher captures learning). Teacher uses a quick “traffic light” response: after each group shares, students vote with fingers for which support is most appropriate (trusted adult, school support, emergency help where relevant) and why. Students contribute one key learning point and one question they still have.

7. 50–57 min · Baseline assessment (low-stakes written exit). Teacher distributes an exit slip with 3 prompts:

• “Health and wellbeing means…” (1–2 sentences)
• “One health choice I can make is…”
• “If I felt worried about my mental health, I would…” Students complete silently; TA provides sentence starters for those who need them.

8. 57–60 min · Closing routine + reassurance. Teacher thanks students for respectful discussion, previews the next lesson theme, and reminds them they can use “pass” and ask for support. Students place exit slips in a named tray and choose one coping/support strategy they could try before the next lesson (recorded as a word or symbol).

Resources

• Emotional check-in visual scale featuring calm, neutral colours and realistic facial expressions representing diverse students
• Ground rules poster + mini cue cards with minimalist, respectful icons indicating “pass”, “listen”, “no names” without cartoon styles
• Frayer Model templates (teacher board + student copies) with clean, simple infographic style
• Slide 3 visual: realistic, neutral photographic or professional abstract icons representing health and wellbeing concepts; subdued colour palette; culturally inclusive; avoids cartoon characters or childlike fonts; consistent calm, modern secondary-school palette
• Slide 5 visual: realistic, subtle photographic images or professional abstract icons illustrating everyday health choices and their effects; neutral tones; culturally inclusive; no bright playful icons or cartoons; consistent calm, modern secondary-school palette
• Scenario cards (4, age-appropriate, non-sensitive details) illustrated with subtle, realistic photos or silhouettes showing diverse teenagers in everyday situations
• Slide 6 visual: realistic, diverse group of adolescent teens (14–16 years) in an appropriate classroom/community context; respectful, trauma-informed, non-stereotyping; consistent calm, modern secondary-school palette
• Sentence stems strips for structured oracy presented in clear, readable fonts with neutral design
• Exit tickets/exit slips with sentence starters, designed with a calm colour palette and simple layout
• Coloured voting cards or finger-count prompt chart using muted tones and straightforward symbols
• Timer for predictable transitions with a minimalist digital display

Assessment

• Formative: teacher/TA observes group oracy using a simple checklist (listening, using stems, respectful turn-taking).
• Formative: baseline vocabulary sort shows which key terms students understand and which need revisiting.
• Exit ticket: checks baseline understanding of “health choice”, “wellbeing”, and identifying support for worries.

Differentiation

• Provide sentence starters and word banks on desks; allow “pass” for the scenario question if a student is dysregulated.
• Use visual supports (icons for wellbeing, water, stress, talking to an adult) to reduce reading load.
• For lower literacy: allow drawing + 1 sentence; for higher literacy: require an additional “because” justification sentence.
• Small-group support: TA leads one group with the talk path framework while teacher circulates.